New Curriculum Standards For Teachers Cytological Knowledge Structure Requirements

Today’s society, higher overall quality is in demand for workers, and this kind of quality needs to be trained in basic education. High school education is an important stage to strengthen the basis of nine-year compulsory basic knowledge. In order to improve the high school level knowledge training, the level of teaching should be upgraded. The new curriculum standards put forward higher requirements for the construction of’level of knowledge’for teachers. Through the cytology knowledge construction and the current situation analysis in high school biology teachers, this study provides ideas and methods in building teachers’knowledge, hoping to be a reference in the process of self-improvement of teachers and teacher training.This paper is divided into six parts. The first part is introduction of the research background, significance, objects and methods of the research about how to build the cytology knowledge for biology teachers in high school.The second part gives us the concept of teachers’knowledge structure. And some relative research progress on this subject at home and abroad was provided. In general, few people have concentrated on the study.The third part, specifically tells us the methods and content of how to build cytology knowledge structure for high school biology teachers, including the new curriculum standards requirements for cytology knowledge and "Molecular and Cellular’structure of knowledge network diagram. The basic content of the knowledge and questionnaires are given. Specific data explains that what teachers should acquire, demanded in the new curriculum standards. The different perceptions on the construction of cytological knowledge are compared through significance of differences. All the datum were statistically analyzed by SPSS software.The fourth part analyzes and summarizes the content for teachers to build cytology knowledge:1, substantive knowledge;2. interdisciplinary approach to knowledge;3, subject beliefs knowledge;4, professional knowledge.The fifth part discusses the construction methods of cytology knowledge in high school. Building concept, accepting continuing education, master modern educational technology, and actively participate in school-based curriculum development. Write teaching reflection after class, bath scholarly, read the classics, and leverage the climb-progress in teacher cooperation.The sixth part provides the teaching suggestions in Chengcheng high school.In summary, this study built the basic content and methods to constructing the cytology knowledge of teachers in high school. As a reference, it enables teacher self-study and continuing education.